Model Pendekatan Scaffolding untuk Peningkatan Kemampuan Sholat Siswa Tuna Grahita Sedang Di SDLB Dharmawanita Ujungpangkah – Gresik
DOI:
https://doi.org/10.22219/jkpp.v2i1.1733Abstract
Eny Mahsusiyah
Guru SDLB Dharma Wanita – Ujungpangkah Gresik
e-mail:enymahsusiyah@gmail.com
Abstract:
This research was conducted on prayer learning for medium mentally disabled. Learning in this way aims to develop a cognitive map of medium mentally disabled students in mastery of the practice of prayer with scaffolding models. The research approach uses the research in Second class of elementary school for special needs Dharmawanita Ujungpangkah focused on prayer movements for medium mentally disabled students. After focusing on the prayer movements, it is continued with their du’a. Based on the analysis of the needs and the constraints, the characteristics of scaffolding prayer learning toward medium mentally disabled students were, as follows: 1) every stage of prayer movement process should be understood carefully by teachers with various improving strategies on students' ability prayers for medium mentally disabled; 2) teachers should develop the creativity as the creator and conceptor in designing and implementing learning; 3) there are examples of scaffolding in learnings, methods or strategies
Keywords: scaffolding, the ability of students to pray mentally disabled being.
Abstrak:
Penelitian ini dilakukan pada pembelajaran sholat bagi tuna grahita sedang. Pembelajaran dengan cara tersebut bertujuan mengembangkan peta kognitif siswa tuna grahita sedang dalam penguasaan praktek sholat dengan model scaffolding. Pendekatan penelitian menggunakan penelitian pada siswa kelas II SDLB Dharmawanita Ujungpangkah menfokuskan tentang gerakan sholat bagi siswa-siswi tuna grahita sedang. Setelah menfokuskan gerakan sholat maka dilanjutkan dengan bacaan-bacaannya. Berdasarkan analisis kebutuhan dan kendala tersebut maka karakteristik dari scaffolding pembelajaran sholat terhadap siswa tuna grahita sedang sebagai berikut: 1) setiap tahapan proses prak-tek gerakan sholat hendaknya dipahami guru dengan cermat dengan berbagai variasi strategi pening-katan kemampuan sholat pada siswa tuna grahita sedang; 2) guru hendaknya mengembangkan kreati-vitasnya sebagai kreator dan konseptor dalam merancang dan melaksanakan pembelajaran; 3) terdapat contoh scaffolding dalam pembelajaran, metode atau strategi. Kata
kunci: Scaffolding, kemampuan sholat siswa-siswi tuna grahita sedang.
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